Group Stages by Amanda McCabe

Group Stages by Amanda McCabe https://padlet.com/dickinson_nd/a83zu0rmy9zh Module 2 en-us 2019-06-20 04:53:36 UTC 2025-04-22 15:01:32 UTC hello@padlet.com Establishing Group Norms lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368519712 According to Corey, Corey, & Corey, the establishment of a set of group norms is essential to help a small group counseling session go smoothly and without conflict(2018). Corey, Corey, and Corey also point out that the established group norms should be followed throughout the life of the group(2018). By establishing a set of norms, helps the group have clear and well defined expectations for each group member to follow. By establishing these rules as a group, it also helps to build cohesion within the group(Corey, et.al, 2018). By working together to create a set of group norms, a group is able to work together toward a common goal. This will be helpful in our middle school group because we are working toward creating and reinforcing positive peer relationships among the young ladies in our group. Being able to work together in respectful and mature way is a productive first step.
Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole]]> 2019-06-20 16:26:40 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368519712 Example of Group Norms lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368520754 It's important to establish a clear set of expectations when beginning your group. All members must be in agreement as to the group norms and expected behaviors of the members in the group.
Reference:
Group Norms. (2016). Retrieved June 20, 2019, from http://www.counselorcreated.com/topics/counseling-tools/general/1287-counseling-office-signs-modern-black-and-white-design1287-detail.html]]> 2019-06-20 16:35:08 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368520754 Minors' rights to confidentiality lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368522586 This article discusses the occurrence of bullying in our schools and the fine line that a school counselor must follow as to when to break that all important confidentiality agreement and report a student's bullying behavior or threats to the proper authorities. While beginning our small group session, we have to establish a clear confidentiality agreement with all the students in the group in order for them to know whatever they say in our session is confidential, but if they share that they are being harmed, or want to harm others, that the confidential relationship will need to be broken, and the counselors will need to report their information. This article highlights the importance of getting students involved in the prevention of bullying in their schools. This is relevant to our group's topic because we are trying to work with middle school girls and encourage them to have positive peer relationships. By empowering girls to treat each other with respect, we are hopefully going to curtail any bullying type behavior at our school.
Reference:
Smith, L. J. (2015). Minors’ Right to Confidentiality: Addressing the Issue of Bullying and the Ethical Obligation to Prevent Harm. Journal of Human Behavior in the Social Environment, 25(7), 746–755. https://doi-org.ezp.waldenulibrary.org/10.1080/10911359.2015.1032649 ]]> 2019-06-20 16:48:05 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368522586 Girl Power-Empowering Middle School Girls lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368525227 This website has a wealth of information and activities that a middle school counselor can use when looking for icebreakers to use with their newly formed counseling group. Building rapport among the group and it's members is so important to the success of the group. Keeping in mind that our topic is to build positive peer relationships among the girls in our school, we could use any of the activities highlighted on this website to start building bonds among our students. Using an icebreaker such as telephone during the first session can break down any barriers that the girls may have brought with them to the session.
Reference:
Mendoza, L. P. (2013-2018). Girl Power. Retrieved June 20, 2019, from https://www.schoolcounselingfiles.com/girl-power.html ]]> 2019-06-20 17:05:54 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368525227 Icebreakers lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368528165 The video below is an example of an icebreaker that could be used in the middle school setting as a way for the young ladies in our group to get to know each other and to begin to build rapport. By using an icebreaker to start off our first session, we are relieving some of the stress that some of the students may have come in with as well as setting a fun tone to our session. Middle school girls can be reserved at first if you aren't comfortable with a counselor or teacher so this game may break through their tough exterior and help them open up to the counselors and other group members.
Reference:
Kilgore.S. (2015, January 15). One Minute Please- Mental Health Ice Breaker [Video file]. Retrieved from https://www.youtube.com/watch?v=0CxPZ65UeMg

]]> 2019-06-20 17:31:25 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/368528165 The Goal of the Transitioning or Storming Stage lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369285097 According to Corey, Corey, and Corey, the goal of the transitioning stage is to create an environment that all members in the group, including the leaders, can take risks and build trust among the other members of the group(2018). This stage also gives students the opportunity to learn how to work in a group. The leader of the group is in a position to help guide the group in order to assist each group member in achieving the growth they seek from attending the group sessions. In relation to working with middle school girls, the group dynamics may take a bit longer to establish because often times, girls don't like to open up and share in a group of their peers. It will be essential for the group leaders to build a rapport and trust among the group early on in this stage.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole. ]]> 2019-06-26 14:16:11 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369285097 Small Group Challenges lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369288725 One of the challenges that may occur during the transitioning stage is that of silence or lack of student participation. Group members may be disengaged and don't wish to participate in the group session. There can be many reasons why students choose not to participate, such as fear of being rejected, fear of confidentiality, and lack of trust in the group(Corey, Corey, & Corey, 2018). It is up to the group leader to help the students work through their issues and encourage them in a non-threatening way to engage with the group.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.]]> 2019-06-26 14:35:50 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369288725 Disengaged Teens lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369289669 If students are not participating or disengaged in the group session, this may effect how the group progresses.]]> 2019-06-26 14:40:30 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369289669 School Counselor's as Cultural Mediators lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369291952 This article discusses the importance of school counselors taking on the role of cultural mediators when working with their students. With the diversity of the students in our schools, school counselors will need to act as a bridge to help each student's ethnicity and culture is respected within the small group setting. During the transitional stage of small group counseling, a school counselor will need to acknowledge each student's diversity and cultural background in order to make sure the students feel accepted and safe in the group. By also acting as a model for others in the group on how to interact with people from other cultures and ethnicities, the school counselor can help build the trusting relationship that is free of judgement and conflict in order to build a strong cohesive group environment. If a counselor is unable to build a cohesive group during this stage by addressing the various cultures that students bring with them to the group, the group may not be able to offer the help that it was formed to provide.

Reference:
Portman, T. A. A. (2009). Faces of the future: school counselors as cultural mediators. Journal of Counseling & Development, 87(1), 21–27. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=swh&AN=59721&site=eds-live&scope=site]]> 2019-06-26 14:55:07 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369291952 Confronting Conflict lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369295774 One of the major responsibilities of a group leader during this stage is to teach the members of a group the value of recognizing and dealing with conflict situations that may arise(Corey, Corey, & Corey, 2018). During this stage, group members are adjusting to opening up and being vulnerable in front of others. This may inevitability cause conflict or strife among the group. It is the leader's job to not resolve the conflict, but teach the group to resolve it among themselves in order to grow from the experience. The leader is there as a guide and will assist the group in overcoming any conflict that may arise as they work to build positive peer relationships.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole. ]]> 2019-06-26 15:23:49 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369295774 Making Connections lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369297274 This video shows a great way that a small group counseling group could work through some of the fears that may come up during the transitional stage. By encouraging the students to share what they have in common the counselors in this video are starting to build trust in the group. This activity may help dispel the fears of self-disclosure, being judged, and the fear of rejection in a group by allowing the group to share information that is non-threatening, yet still about themselves(Corey, Corey, & Corey, 2018). By starting off a session with this activity, students can begin to warm up to the group counseling process and may deescalate some of their reluctance to the process as well.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

PsychotherapyNet. (2014, February 27). Retrieved June 26, 2019, from https://www.youtube.com/watch?v=bSOGSDGmNt4]]> 2019-06-26 15:34:43 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369297274 Yalom's Nine Therapeutic Factors lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369828792 The therapeutic factors that would be essential to work on with our middle school group would be Self-disclosure, feedback, cohesion and universality, and caring and acceptance(Corey, Corey, & Corey, 2018). As our group continues to focus on building positive peer relationships among the girls in the school, helping our girls to trust each other enough to open up and reveal any inner struggles that they are dealing with in regard to their peer relationships would be a productive first step(Corey, Corey, & Corey 2018). By providing our young ladies with the tools to talk to each other in a respectful manner while also sharing what they think about what the other person is saying by providing feedback, we are helping them to understand the impact they have on others and how their voice matters(Corey, Corey, & Corey, 2018). Finally, because our group was created to enhance positive relationships among the girls in our school and to guide them in lifting each other up rather than breaking them down, by using this stage of the group session to reinforce the idea of acceptance, caring, and being a cohesive group while doing so, we can be positive role models in their lives. The group leaders can build upon the therapeutic factor of cohesion by pointing out common themes that unite the group and encourage the group to explore those common themes together(Corey, Corey, & Corey, 2018). During the working stage, group members are hopefully comfortable enough with each other that they are ready to dig deep into their emotional toolbox to begin to explore potential ways to build positive relationships with others while also working on improving their own self worth.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.]]> 2019-07-01 13:36:59 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369828792 Positive Leadership Model lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369831783 During the working stage the members will be doing a majority of the work while the school counselor will be more of a guide. However, it is important for the school counselor to acknowledge their leadership style in order to better serve not only the students, but also their co-leader, teachers, administration, and student parents. The article below best highlights the leadership style that I feel is best suited to be used by a school counselor. The article highlights the importance of using a positive solution focused leadership style when working with others. A school counselor working in a middle school would need to work with all the stakeholders in the student's lives in order to get the results they are working toward in the formation, transition, working and closing of their small group counseling session. From the beginning of group counseling session to the end, a school counselor that works with others in a positive manner and serves as a solution focused leader will help the group members and school as a whole to grow and prosper. A school counselor that involves everyone in on the decision making process allows for all voices to be heard and in the process, ensures that everyone has a say in how the group functions and is successful. To work in isolation when it comes to better the lives of the students is out of the question. A school counselor needs to constantly communicate with others and collaborate their efforts to meet the best needs of her students. In regard to the working stage of the small group, a school counselor would need to check in with teachers, parents, and administrators to see how the students are progressing along the way, and make adjustments from any feedback they receive(Corey, Corey, & Corey, 2018). Finally, a positive solution focused leader must be reflective after each session to ensure that all the members of the group are making progress and if not, what they can do to help lead the group in a more productive manner. A leader that is able to be proactive, reflective, and open to feedback will ultimately help their students.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Froeschle, J. G., & Nix, S. (2009). A Solution-Focused Leadership Model: Examining Perceptions of Effective Counselor Leadership. Journal of School Counseling, 7(5). Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ886116&site=eds-live&scope=site

]]> 2019-07-01 14:03:06 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369831783 Coleadership in Group Counseling lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369834077 During the working stage, the student's aren't the only ones that may be making progress. As the group enters this stage the co-leaders should also be learning how to co-lead and function as productive and reflective leaders. The following video gives an overview of the pros and cons of co-leadership as well as suggestions on how to make co-leadership of a small group session work for the betterment of all. Communication between the two leaders is key when working in a small group session.

Reference:
lillykwebster. (2014,February 25). Co-Leadership [Video File]. Retrieved from https://www.youtube.com/watch?v=0yLvGR5Q3zg]]> 2019-07-01 14:23:59 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369834077 Iceberg Analogy lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369835039 During the working stage students will begin to come out of their shells and the group will work to develop deeper meaning to their conversations. The school counselors can begin to chip away at each member's iceberg and start to help that student as well as the group to reflect upon what is going on below the surface. In relation to the middle school group, the young ladies may begin to discover some of the deeper reasons behind their treatment of others and themselves.

Reference:
Fuhrer, M.A. (2015, February 3). The Iceberg [Blog post]. Retrieved from

http://www.maryalicefuhrerlcsw.com/iceberg/

]]> 2019-07-01 14:34:14 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/369835039 Final Stage Characteristics lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370100776 Some of the characteristics of the final phase of group counseling that are most likely to occur with our specific population of middle school girls are feelings of sadness or anxiety regarding the group coming to a close and members of the group pulling back or closing themselves off from their participation in the final group session (Corey, Corey, & Corey, 2018). Just as in the initial stage, group members are anxious about what's going to happen next. As the group sessions went on, the young ladies hopefully formed a bond and became comfortable with each other. Now that the group is coming to a close, the girls may be feeling anxious about how they'll interact with each other outside of the group. The group leaders will need to be aware of these feelings and create a plan of action to help the girls transition in a comfortable and reassuring way.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole ]]> 2019-07-03 14:57:11 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370100776 Reflection is key lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370101369 According to Sink, Edwards, and Eppler, during the final session it is important to have the members of the group reflect back on the previous sessions(2012). This will give them time to process that the end is approaching and they can begin to internalize how they may have benefited from the group counseling experience.

Reference:
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole. ]]> 2019-07-03 15:03:08 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370101369 Distancing and Acting out Behaviors lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370102455 Some students may not know how to cope with the conclusion of the group counseling experience and will begin to distance themselves from the group or begin to act out.

Reference:
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.]]> 2019-07-03 15:12:55 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370102455 Closing Activity Idea lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370104328 The activity below is an excellent resource as a closing activity for our group that is working on building positive peer relationships. Each young lady would take turns sitting in front of a white board or a large white sheet of paper. The other young ladies would then write all the positive comments they can think of about that person. This would help them to remember to always accentuate the positives when interacting with others and to remember that everyone has something in common with you.

Reference:
Pinterest. (n.d.). Youth Mentorship. Retrieved from https://www.pinterest.com/pin/AWILu9Pe-XBQWR8wv6n50VnASUSTrn9aFQLyLyGX2Wo3OsrTzTnyRJA/

]]> 2019-07-03 15:31:17 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370104328 Creating a visual plan of action lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370106315 For many small group counseling members it is important to have a personal plan of action. This plan of action will help them to take what they learned through the group counseling experience and apply it to their day to day lives(Corey, Corey, & Corey, 2018). For the young ladies in our group, it may be helpful for them to have something tangible to remind them of what we worked on in regard to building and sustaining positive peer relationships. This activity could be conducted on the final session or as a follow up to the group. By giving them the opportunity to make something while also reminding them how to treat others, we may be providing them with the chance to internalize the message of our group sessions.
Reference:
The Middle School Counselor (2013, November 18). Make a difference-a girls lunch bunch project idea. Retrieved from https://www.themiddleschoolcounselor.com/2013/11/make-difference-girls-lunch-bunch.html

]]> 2019-07-03 15:54:53 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370106315 Meeting the needs of Middle School Students lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370108205 The article below discusses a survey that was conducted in New Jersey of middle school administrators about whether or not they felt that their middle school students' social/emotional, academic, and career needs were being met. The student found that all administrators and school counselors all felt that their students social and personal needs were being met and that this area was one that is most important to focus on during this developmental period(McCotter & Cohen, 2013). As any group begins to form, it is essential that a school counselor survey all the stakeholders in her building to determine where they all feel the needs of the students lie. In order to get buy in from administration, teachers, parents, and students, a school counselor needs to develop programs and in our case, group counseling sessions that are relevant to the lives of the student population we serve.

Reference:
McCotter, S. mccotters@mail. montclair. ed., & Cohen, S. S. co. (2013). Are Middle School Counseling Programs Meeting Early Adolescent Needs? A Survey of Principals and Counselors. Journal of Counselor Preparation & Supervision, 5(1), 6–27. https://doi-org.ezp.waldenulibrary.org/10.7729/51.0015

]]> 2019-07-03 16:18:43 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370108205 Middle School Post Group Survey dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370463364 https://www.surveymonkey.com/r/YXQHKKL]]> 2019-07-08 02:05:04 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370463364 M&M's Ice Breaker Game dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370477384 Another activity to introduce the students to each other, while playing a game, is the M&M game. This game is played using a bag of M&M's. Each student takes a piece of candy from the dish, then goes around the room answering questions based on the color candy they chose. After the question is answered, the candy can be eaten.

Minnesota PTA (2017, Fall). M&M and skittles icebreaker. Retrieved from https://mnpta.org/wp-content/uploads/2017/12/MM-and-Skittles.pdf]]> 2019-07-08 04:57:18 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370477384 dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370479232 The first stage of group counseling is about creating the group, becoming familiar with each member, and discussing norms for the group. ]]> 2019-07-08 05:28:38 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370479232 What to Avoid as a Group Counselor dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370586325 When working in the initial stage of group counseling, it is important to avoid too much structure. Having too much structure can cause the participants to become dependent on the direction of the counselor and not allow them to grow and function as a group. The group leader does need to be in charge of the group and guide the sessions, but giving too much guidance can cause a negative effect.

Reference:

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

]]> 2019-07-09 04:19:35 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370586325 Building Trust by Working Through Conflict dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370590714 In Groups: Process and Practice by Marianne Schneider Corey, Gerald Corey, and Cindy Corey (2018), it is stated that some members might not have the experience in participating in group sessions so their behaviors might not be defensive. This is important to remember when working with groups, especially middle school girls. Establishing trust is crucial in this stage. Without trust, the students will not open up and participate in the group activity. Working through conflict, in a positive and open way, will lead to trust based on the achievement of a goal completed together.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

]]> 2019-07-09 05:18:39 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370590714 What to Avoid in the Storming Stage dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370592113 According to an article regarding group counseling in the schools “Criticism: As lack of progress occurs, criticisms emerge.” (Crespi, 2009, p. 279). This is stated about the second stage, the storming stage, of group counseling. Criticism can occur from student to student, student to counselor, or colleague to counselor. It is important to remain open to suggestions and not display defensive behaviors or attitudes. Demonstrating defensive behaviors can lead to unnecessary conflicts. This can also lead to students following the counselor’s behavior. Being aware of our feelings and cautiously planning out reactions is one way to prevent the appearance of defensiveness.

Reference:

Crespi, T. D. (2009). Group counseling in the schools: Legal, ethical, and treatment issues in school practice. Psychology in the Schools, 46(3), 273–280.

]]> 2019-07-09 05:41:22 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370592113 Friendships and Closing dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370821256 This video involves a group of young girls who are involved in a few sharing and friendship activities. The girls were asked a few questions guided by their leader and were allowed to answer honestly and have fun. Each of the girls laughed and seemed to be having a fun time. At the end of the video, the leader asked what the participants learned and pointed out that all of the girls were able to recognize their strengths and problem areas. She also commented on knowing what each person brings to their friendship and knowing how to work together as friends. Our middle school group is based on building positive relationships with friends, especially in girls. This video seems to be a great example of how we could conduct a group session. It has some great examples of topics to start conversations and how to tie it all together at the end.

Reference:

Gomez, H. (2015, April 25). Group session #3 friendships and closing [Video file]. Retrieved from https://www.youtube.com/watch?v=ttecrAd9pJA

]]> 2019-07-11 05:01:44 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/370821256 lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371099149 2019-07-14 19:47:31 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371099149 Wellness Based Interventions lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371099996 The article below discusses the importance of using wellness based interventions to combat the problem of girl to girl bullying. While forming a counseling group for a select group of middle school girls, we as the school counselors would want to be aware of such interventions. By helping to provide our young female students with positive coping skills and the ability to feel included/accepted by their peers we are working to prevent negative behaviors later in life. During the forming stage of group counseling, it is important for the school counselor to be aware of the connection between adolescent female wellness and adult female wellness. If we are able to provide our students with positive peer relationship skills, we can help them become productive and successful women.

Reference:
Rayle, A. D., Moorhead, H. J. H., Green, J., Griffin, C. A., & Ozimek, B. (2007). Adolescent Girl-to-Girl Bullying: Wellness-Based Interventions for School Counselors. Journal of School Counseling, 5(6). Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ901167&site=eds-live&scope=site

]]> 2019-07-14 20:07:22 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371099996 Parental Support lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371100750 One aspect of our profession as school counselors is to support parents. After our small group has ended, we may need to offer further support to some of the girls and their parents. This website from the Department of Health and Human services may help parents continue to work with their daughter on establishing positive peer relationships.

Reference:
Office of Adolescent Health. (2019, July 02). Talking About Peer Relationships: How You Make a Difference. Retrieved July 14, 2019, from https://www.hhs.gov/ash/oah/resources-and-training/for-families/peer-relationships/make-a-difference/index.html

]]> 2019-07-14 20:25:47 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371100750 Developing Positive Peer Relationships lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371101334 The attached article discusses various models and curriculum that can be implemented in a middle school counseling program in order to enhance positive peer relationships among the female students. The article outlines sample counseling session plans and explains the importance of building positive peer relationships among girls early in their adolescence. The comprehensive plan that this article lays out can be applied to the working stage of group counseling because it explains how to build upon existing student relationships in order to enhance their meaningfulness and longevity. In addition, this article discusses other ways that the Girl Circle Program can be used, for example, body image.

Reference:
Hossfeld, B. (2012). Developing Friendships and Peer Relationships: Building Social Support with the Girls Circle Program. Handbook of Prevention and Intervention Programs for Adolescent Girls,42-80. doi:10.1002/9781118269848.ch2]]> 2019-07-14 20:37:10 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371101334 lindsay_harrisdrought https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371101821 2019-07-14 20:47:12 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371101821 Creative Group Work dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371109037 According to Jorune Vysniausktye-Rimkiene and Daiva Matuleviciute, group work is highly recommended and effective (2016). Forming a group shows personal strengths and the belief that each student has something offer to the lives of others. This article offers examples of creative activities to utilize. It discusses the aim, method, and discussion or reasoning behind the activity. The questions discussed in this article are done to find their own strengths along with learning how to accept positive feedback from others. They would be most beneficial in the working stage since some of the activities are meant to be done once the students are comfortable with each other.

Vysniauskyte-Rimkiene, J., & Matuleviciute, D. (2016). How creative group work helps adolescents create relations with self and peers. Social Work With Groups, 39(2–3), 234–245.

]]> 2019-07-14 23:22:32 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371109037 Peer Groups dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371110775 It was found that adolescent girls have stronger goals and ambitions to support friendships (Lee, Foote, Wittrock, Xu, Niu, & French, 2017). Adolescents feel isolation when they are not included in peer groups. They seek this sense of belonging. This can be different groups at school or friend groups. When holding a group counseling session based on positive friendships, the individuals are part of one of these peer groups. The end of the sessions can cause some sadness and the loss of that sense of belonging. It is important for the group leader to have a plan on how to help the students overcome this feeling and give them an idea of what will happen next.

Lee, S., Foote, J., Wittrock, Z., Xu, S., Niu, L., & French, D. C. (2017). Adolescents’ perception of peer groups: Psychological, behavioral, and relational determinants. Social Science Research, 65, 181–194.

]]> 2019-07-14 23:52:37 UTC https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371110775 Relationship Problems between Girls dickinson_nd https://padlet.com/dickinson_nd/a83zu0rmy9zh/wish/371116220 Friendships can be complicated and take work, but they are very beneficial to adolescent development. This is a stage in the individual’s life that they are becoming more independent from their families, so they rely more on friendships and peer relations. These peer groups and friendships can become a source of security. Hormonal changes in adolescent girls can cause emotional reactions in peer groups. They can cause pain and stress due to rejection, poor communication, conflict, peer pressure, and jealousy. This can lead to doubt and loneliness (Venter & Uys, 2019). When this happens it often results in insults, gossip, and exclusion from their group causing a negative impact on their friendships. This article states that the sessions can either be structured according to a specific topic or they can adapt a freestyle type of session. In the storming stage, the session could be done in more of a freestyle way to determine how the sessions should be ran and what topics should be covered. The counselor can direct the sessions even when doing a freestyle style. This could help the students to become more comfortable and feel like their input is valuable while allowing the counselor to learn more about his or her students.

Venter, H. & Uys, H. (2019). Group therapy for early adolescent relationship problems between girls. International Journal of Adolescence and Youth, (2), 212.

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